Story of an hour stations
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The document provides instructions for students to complete 6 stations analyzing Kate Chopin's short story "Story of an Hour". The stations guide students to: 1) Describe imagery from paragraphs 4-6 and its symbolism. 2) Describe how imagery shifts from paragraphs 18-19 and its significance. 3) Identify the thesis statement and a major theme supported by details. 4) Learn about 19th century domesticity from a website and how Chopin represents it. 5) Draw and complete a plot diagram of the story's exposition, conflict, climax etc. 6) Define words from the story and use them in original sentences.
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3) In response to the inequality between the wealthy and poor, labor unions formed and the Progressive movement aimed to address social injustices, while the philosophy of laissez-faire argued for limited government regulation of business.
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Mrs. Mallard, upon hearing that her husband had passed away, is initially overcome with grief but then begins to feel a sense of freedom and new possibilities for her life alone. However, her sense of freedom and new life are suddenly taken away when she sees her husband enter through the front door, very much alive. The shock of this revelation causes Mrs. Mallard to collapse and die from a heart issue.
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This study guide covers several short stories by Mark Twain and other authors and provides discussion questions about key elements of each story such as setting, plot, symbols, themes, and literary techniques. The stories that will be analyzed are Life on the Mississippi, The Notorious Jumping Frog of Calaveras County, The Law of Life, The Yellow Wallpaper, and The Story of an Hour. Questions prompt identification of the author, genres of local color and naturalism, narrators, conflicts, tones, and structures of each story. Literary devices like symbolism, point of view, dialect, hyperbole, and understatement are also addressed. General questions cover definitions of core literary concepts.
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This study guide covers several short stories by Mark Twain and other authors and provides discussion questions about key elements of each work such as setting, plot, symbols, themes, and literary techniques. The stories that will be analyzed are Life on the Mississippi, The Notorious Jumping Frog of Calaveras County, The Law of Life, The Yellow Wallpaper, and The Story of an Hour. Questions prompt identification of authors, analyses of local color and naturalism, examinations of narrators, conflicts, tones, and structures. Definitions of literary devices like point of view, hyperbole, and understatement are also required.
The story of an hour quiz
The document appears to be a quiz about the short story "The Story of an Hour" by Kate Chopin. The quiz contains 10 multiple choice questions that test comprehension of plot details, themes, and symbolism in the story. It asks about how characters feel at different points, the societal expectations of women's roles at the time, and invites comparison of "The Story of an Hour" to another work exploring women's experiences, "The Yellow Wallpaper".
The story of an hour text
Kate is told that her husband Brently Mallard was killed in a railroad accident. She is initially overcome with grief but then finds joy and freedom in her new widowhood. She realizes she can now live for herself without being under the power and will of another. However, when Brently unexpectedly returns home, the shock of seeing him assumed to be dead causes Kate to die of heart failure from the intense emotions she experienced.
The yellow wallpaper quiz
This document contains a 10 question quiz about the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. The questions assess the reader's understanding of key plot points and themes in the story, including the narrator's obsession with the wallpaper pattern in her room, her husband John's restrictive "rest cure" treatment for her nervous condition, and themes of women's roles and mental health in the late 19th century.
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This document contains the English alphabet written out across six lines. It lists all 26 letters of the alphabet from A to Z in a linear fashion without any other distinguishing features or context.
Law of life theme graphic organizer
The document provides guidance on identifying themes in literary works. It explains that theme is the central message communicated and often emerges through elements like the resolution of conflicts, traits of characters, significance of settings, point of view, symbolic meanings, and titles. It includes a chart for analyzing the short story "The Law of Life" by recording these details to identify its theme(s).
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The document is a quiz about "The Notorious Jumping Frog of Calaveras County", a short story by Mark Twain. It contains 10 multiple choice questions testing comprehension of details from the story, such as characters, events, descriptions, and narrative techniques used. The questions cover topics like hyperbole, understatement, context clues, bets made by the character Jim Smiley, and how his love of gambling negatively impacted his life.
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This document provides analysis tools for identifying features of tall tales in "The Notorious Jumping Frog of Calaveras County", including hyperbole, understatement, and local color. It includes an example of understatement from the story and prompts the reader to consider how the story might be different if told from the perspective of the original narrator.
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Acceptable use policy
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Story of an hour stations
- 1. Station #1 Step 1. Reread paragraphs 4-6 of “Storyof an Hour.” Step 2. Underline the imagery in those paragraphs. Step 3. In box #1 on your piece of paper, describe the imagery in your own words in 2-3 sentences. (Note: Consider what Mrs. Mallard might be seeing, hearing, feeling, or smelling.) Step 4. Also in box #1, answer these questions: What might this imagery symbolize? Why is this imagery important to the story?
- 2. Station #2 Step 1. Reread paragraphs 18 and 19 of “Story of an Hour.” Step 2. Underline the imagery in those paragraphs. Step 3. In box #2 on your piece of paper, describe the imagery in your own words in 2-3 sentences. (Note: Consider what Mrs. Mallard might be seeing, hearing, feeling, or smelling.) Step 4. Also in box #2, answer these questions: How does the imagery shift from paragraph 18 to paragraph 19? How is this significant?
- 3. Station #3 Step 1. Briefly review the notes you have made in the margins of “Storyof an Hour.” Step 2. Locate the thesis statement of the story and highlight it. Write the thesis statement in box #3 on your paper. (Note: A thesis statement is a sentence in the story that identifies the main idea or purpose.) Step 3. Also in box #3 on your piece of paper, write one of the major themes of the story. Provide two details from the story that supportyour answer. (Note: The theme should not be one word. It should be in a sentence.)
- 4. Station #4 Step 1. Scan the following QR codewith your phone. You may also find the website by using this link on your phone or on the computer: http://bit.ly/19oiAL9 Step 2. On the website, read the sections titled “History” and “Domesticity in Literature.” Step 3. In box #4 on your piece of paper, write 3 things you learned from the article. Step 4. Also in box #4, answer these questions: What was a woman’s life like in the late 19th century? How does Chopin represent this in “Storyof an Hour”?
- 5. Station #5 Step 1. Review what a plot diagram looks like below: Step 2. In box #5, draw your own plot diagram. Step 3. Also in box #5, complete the plot diagram for “Story of an Hour.” Make sure you include exposition, conflict, rising action, climax, falling action, and resolution.
- 6. Station #6 Step 1. Locate and highlight the following words in “Storyof an Hour”: Veiled (paragraph 2) Subtle (paragraph 9) Vacant (paragraph 10) Keen (paragraph 10) Step 2. Use your phone or a dictionary to find the definitions of the four words. Write the words and their definitions in box#6. Step 3. Also in box #6, make your own sentences using the vocabulary words. (Hint: All of these words are adjectives.)